International Journal of Higher Education Pedagogies <p>International Journal of Higher Education Pedagogies (IJHEP) is an open-access, peer-reviewed journal publishing a wide range of research works in the field of teaching and learning methods within higher education. IJHEP publishes original research on the method and practice of higher education teaching as a broad concept. We publish high-quality theoretically grounded, empirical studies addressing the main functions of higher education and the dynamic role of the university.<br />Higher Education Pedagogies is an essential reference for those who wish to stay tuned with the latest findings and developments in the higher education context.</p> Mokslines Leidybos Deimantas (Diamond Scientific Publication) en-US International Journal of Higher Education Pedagogies 2669-2333 Using Lesego Rampokoleng’s Oeuvre to Address Self-Awareness and Talent Discovery among South African Unemployed Youth: A Case Study in Teacher Education <p>The problem this study examined was lack of interest among African youth in pursuing artistry disciplines due to minimal promotion of the discipline, its minimal role in self- and talent discovery initiatives. The artistry works of the South African artists such as Lesego Rampolokeng, who promotes self-awareness and Black consciousness are not promoted in the South African school curriculum and communities, and media is also silent about them. The primary objective of the study was to examine the views of student teachers and lectures on the works of Lesego Rampolokeng, and its contribution towards youth’s self-awareness and talent discovery; and how African artistry can be used to promote youth that is self-propelled and self- actualised in their career life. The key findings of the study indicate that black consciousness lessons of Rampolokeng evoke student teachers’ self -awareness and become self-propelled towards self- actualised career life. Furthermore, Rampolokeng is regarded as a role model whose works can be used to promote self- and talent discovery among South African youth. This study therefore, recommends that performing arts should be promoted in African communities and become a compulsory subject in the basic education. The study further proposes an increased exposure of African Performing Arts works in the South African school curriculum; and school Arts competition, as well as through increased number of Arts festival in South African communities.</p> Mzindle Duduzile Kgomotlokoa Linda Thaba-Nkadimene Copyright (c) 2022 International Journal of Higher Education Pedagogies 2022-08-27 2022-08-27 2 4 1 9 10.33422/ijhep.v2i4.136 Exploring student teachers’ experiences of engaging in Hands of the World, a contextualised global intercultural eTwinning project <p>This paper considers the impact of student teachers’ participation and engagement in the award-winning eTwinning international Hands of the World (HOTW) project which connects over 2000 students and their teachers in 50 schools across the world. Students participated in a wide range of educational collaborative experiences, before and during the first COVID-19 lockdown of 2020, to develop their knowledge and understanding of intercultural education. Student teachers live and work in an interconnected and intercultural world and having a knowledge of how to embed diversity, inclusion and cultural awareness into their practice is important to ensure that their pupils develop a positive intercultural mindset. An explanatory design analysed students’ end of year reflections on participating in the project, which were publicly available on the project’s Padlet™ page. Data were analysed thematically focusing on participation and derived benefits. The findings revealed a continuum of engagement with some students participating at a lower level, where they would observe and question, whilst others had a higher level of engagement engaging in the activities and/or applying the project to practice. Our analysis enabled us to identify that although there were various barriers to participation, the design of the project enabled students to engage at various levels with a higher level of engagement evidenced during the COVID-19 lockdown. Our findings suggest that effective intercultural learning in teacher education requires a range of intercultural opportunities that can be accessed at a variety of levels and at different times throughout the year to provide a rich learning experience.</p> Sharon Tonner-Saunders Jill Shimi Copyright (c) 2022 International Journal of Higher Education Pedagogies 2022-08-27 2022-08-27 2 4 10 20 10.33422/ijhep.v2i4.104 Domestic Globalization: Evaluation of Curriculum Design for Future Global Citizens <p>Higher education in the U.S. is a $490 billion dollar a year industry for over 5,300 institutions. If higher education wishes to continue to be more internationalized with a goal to produce global citizens, specific curricular pathways are needed in order to provide international exposure in many forms. This article discusses best practices in redesigning curriculum with an international lens for U.S. higher education institutions. Curriculum redesign requires three pillars which include a first-year curriculum foundation, retaining diverse staff and students, and providing pathways for all to achieve a global citizenship mentality. These pillars will help design curriculum that can be self-directed or lectured that releases the outside contingent financial support and empowers a newly internationalized inside of the institution to better serve the global leaders of tomorrow.</p> Keith M. Wallace Copyright (c) 2022 International Journal of Higher Education Pedagogies 2022-08-27 2022-08-27 2 4 21 27 10.33422/ijhep.v2i4.145 Professional Development for Effective Teaching in Higher Education <p>Improved instruction leads to effective student learning, which is one of the key elements for the success of the higher education institutions. Most faculty members begin teaching professionally based on their experiences as university students, without completing any formal professional development program. The aim of this study is to investigate the needs of faculty members in a newly established private university in Istanbul to improve their teaching and learning process. Findings are based on the answers of 200 faculty members aged between 25 and 75. Besides the demographic information which included if they have had any professional development program, the study entailed a checklist. Whether they needed information about distance education (teaching methods, measurement and evaluation, student relationships); face to face education; (teaching methods, active teaching techniques, critical thinking, classroom discussion, effective techniques for large and small classes, differentiation, classroom management); and general information (techniques to cope with stress, learning styles and strategies, syllabus design, to evaluate student learning, student centered learning, increase student motivation, teaching technologies) are among the items of the checklist. Results showed that the 97% of the respondents had never had a professional development program before. While measurement and evaluation were the areas that they felt they needed to be informed the most, classroom management was the least one. As a result, a professional development program for all faculty members was highly recommended to the institution.</p> ZEYNEP KIZILTEPE Özlem Sali Copyright (c) 2021 International Journal of Higher Education Pedagogies 2021-12-20 2021-12-20 2 4 28 37 10.33422/ijhep.v2i4.81